Charlotte's Web- E.B. White

White, E.B. (1952). Charlotte's web.  New York:  Harper & Row Publishers, Inc.

"Wilbur burst into tears.  "I don't want to die", he moaned.  "I want to stay alive right here in my comfortable manure pile with all my friends.  I want to breathe the beautiful air and lie in the beautiful sun" (White, 1952).  I honestly adore Wilbur, the main character in this beloved tale (who couldn't after reading quotes like the one noted above).  Charlotte's Web steals the reader's heart by telling the story of Wilbur, a pig who, destined for the slaughterhouse, is saved by a wise, caring spider.  Charlotte (the spider) saves Wilbur in an unusual, but intelligent way.  After Charlotte's work, Wilbur is no longer seen as pork chops and bacon, but instead as a famous pig worthy of entering the pig contest at the County Fair. 

Almost everyone is familiar with this classic example of notable children's literature.  Charlotte's Web was one of my all-time favorites as a young child, which is why I chose to read E.B. White's treasured tale again this past week.  White does an excellent job describing the settings in the story.  As you read, you can picture the exact time and place in your mind.  The use of complex characterization in the story allows the reader to feel the moods and emotions of each character, especially the main characters.  In Charlotte's Web, the main characters are animals and keep their physical characteristics throughout the story.  The way they communicate and interact as real people do makes this an excellent example of an animal fantasy. 

Young readers enjoy animal fantasies, such as Charlotte's Web.  Some students are fascinated with the talking animals, or the farm life in general.  Due to the characterization used in the story, almost every student can relate to one or more of the characters.  This story would be great to use when teaching story elements.  Have students identify and describe the rich settings and how characters respond to situations during the plot.  In addition to describing story elements, you could have students compare characters, compare the book to the movie (adorable movie by the way), or compare this story to Babe the Gallant Pig by Dick King-Smith. 

This illustration could be used to discuss the relationship between Wilbur and the old sheep, specifically focusing on the character's expressions.

Food for thought (and great to ask your students):

• Describe Wilbur's personality.
• Why do you think Charlotte wanted to help Wilbur?
• Describe the relationship between Wilbur and the old sheep.
• Considering how the story began, what does this tell you about Fern?
• Which character are you most like?  Why?

The Sweetest Fig- Chris Van Allsburg

Van Allsburg, C. (1993). The sweetest fig.  New York: Houghton Mifflin Company.

“These figs are very special, the woman whispered.  They can make your dreams come true” (Van Allsburg, 1993).  Don’t you wish you could eat a fig (delicious by the way) and make all your dreams come true (the good dreams, that is)!  The Sweetest Fig is a story about an arrogant dentist who receives “special figs” from a patient and encounters some life-altering events as a result.

Chris Van Allsburg’s creative imagination is evident throughout all of his books, especially the ones I’ve discussed in my last three posts.  The way he uses characterization to get the reader into the mind of the characters, as well as the way he describes settings captivate the reader’s attention.  Van Allsburg describes the main character in The Sweetest Fig as cold and calloused.  His interactions with other characters in the story add to the portrayal of Bibot (main character) as an arrogant dentist.  Van Allsburg uses drawings in The Sweetest Fig to reveal a realistic artistic style (similar to The Polar Express and Jumanji).  He also uses texture and shape to portray expressions of arrogance, disbelief, and hardheartedness in the main character.  It almost looks as if Bibot takes pleasure in pulling the woman’s tooth in one of the illustrations.  The words could not tell the story alone.  Van Allsburg’s illustrations contribute greatly to the meaning of the story, making this an excellent example of a picture book to use with young readers.

Why does Van Allsburg leave us hanging so often?  In Jumanji we were left with a new pair of kids who found the game, only to wonder what would happen next.  In The Sweetest Fig we are left to wonder what will happen to Bibot and his dog after the dog ate the last fig.  I love this about Chris Van Allsburg!  The curiosities of his stories leave the reader yearning for more!

This book is full of detail and excitement, and I strongly encourage you to use it in your classroom!  To engage young readers, ask them to discuss some dreams they would like to see come true.  You could also ask them if they have a dog at home and how they treat their dog differently than the main character in the story treats his dog.  Read the book aloud to students and have them infer why the books ends as it does (I won’t spoil the ending for you, and I won’t add a graphic here at the risk of telling the ending).  There are ample opportunities within the book to help students sharpen their inferencing skills. 

After reading this story, you may decide that hoping your dreams come true isn’t always the best idea.  Ponder these thoughtful questions/prompts:

• How do the main character’s expressions help you learn more about him?
• Think about the way Bibot treated his dog?  Why do you think he had a dog?
• Why do you think Bibot chanted “Bibot is the richest man on earth” (Van Allsburg, 1993)?

Jumanji- Chris Van Allsburg

Van Allsburg, C. (1981). Jumanji.  New York: Houghton Mifflin Company.

“D. VERY IMPORTANT: ONCE A GAME OF JUMANJI IS STARTED IT WILL NOT BE OVER UNTIL ONE PLAYER REACHES THE GOLDEN CITY” (Van Allsburg, 1981).  This quote from the book, Jumanji captivated my attention in such a way that I had to read it again (and again as I’m blogging).  In his book, Chris Van Allsburg tells the story of a brother and sister who embark on an exciting and frightening journey while playing a board game they found in the park. 

As mentioned in my previous post titled, "The Polar Express”, I chose to blog about three books by the same author this week, partly because I wanted to compare the texts and more so because Chris Van Allsburg is one of my favorite children's authors.  After reading Jumanji and admiring the detailed illustrations, it's no surprise that Chris Van Allsburg earned another Caldecott Medal with his fantastic work.  Once again, the illustrations add to the meaning of the story itself...the words couldn't exist alone, making Jumanji a notable example of a picture book for young readers.  The Polar Express and Jumanji both reveal a realistic artistic style through illustrations that are finely detailed.  Van Allsburg used shape to differentiate between large and small objects in his illustrations, which adds meaning to the story.  

Jumanji has two settings, the park and the children's home.  I don't think Van Allsburg could have chosen a better setting to tell this fascinating tale of two children and their quest to win the game. The way he describes the events that take place in the house leaves the reader hanging on to every word.

How could this story be used in the classroom to help students strengthen their comprehension skills?  That's simple...use this text to help students create mental images as they listen to or read, Jumanji.  Van Allsburg does an amazing job painting a picture for the reader, and the illustrations add to the excitement of the story.  If students begin to create mental images while reading, they will better understand the content of the story. 

Read this page aloud and have students close their eyes and create a mental image.

In addition to helping students create mental images, you could also encourage students to make connections to their life by prompting them to discuss a time when they were bored and what they did to overcome their boredom.  Go further by having them compare and contrast events from the story to their own experiences. 

I absolutely love this book!  Food for thought (for you and your students)...

• Van Allsburg leaves us hanging at the end of the story...what do you think will happen next?
• How do you think the children felt when things started happening in the house?
• Why do you think Chris Van Allsburg chose to end the story the way he did?

The Polar Express- Chris Van Allsburg

Van Allsburg, C. (1985). The polar express.  New York: Houghton Mifflin Company.

 "Though I've grown old, the bell still rings for me as it does for all who truly believe" (Van Allsburg, 1985).  I love to start each blog post with a quote.  It takes me back to when I'm wrapped up in the words of the author, almost as if I have experienced those words for the first time.  My next three posts (including this one) will stem from books written by Chris Van Allsburg, one of my favorite children's authors (I should admit I have many).  The quote above comes from one of my most cherished reads, The Polar Express.  Van Allsburg captivates the reader with a story about a young boy's journey to the North Pole, his meeting with Santa Claus, and a gift he receives that will be treasured by him for years to come. 

After reading The Polar Express it is clear why Chris Van Allsburg earned the Caldecott Medal for his well-known picture book.  The words alone cannot tell the story and do it justice.  The illustrations contribute a great deal of meaning to the story.  Van Allsburg uses oil pastels to create illustrations revealing a realistic art style.  For example, the children's faces are clearly detailed...in a sense, they almost appear real.  So, why did Van Allsburg choose oil pastels as his medium?  Maybe he wanted the reader to sense the emotional side of the story.  This takes us back to the opening quote...see above.  The main character in the story believes in Santa Claus, and experiences a night he will never forget as he travels aboard the Polar Express to the North Pole.  The theme of the story is believing and looking forward to the gifts of Christmas morning.

I have always loved reading this book aloud to children during the Christmas season.  Nearly all children can relate to the skepticism of Santa Claus, as well as the anticipation of Christmas morning.  If you are considering using this story in your classroom (and I strongly encourage you to do so) model the think aloud strategy.  Helping students learn to think aloud while reading will aid them in gaining deep comprehension of text.  For example, you could use the page pictured below to model the think aloud strategy with the following statement, "I wonder what response the boy gives Santa Claus". 

The Polar Express is an excellent example of quality children's literature.  Before signing off, consider these thoughtful questions to ponder and ask your students:

•  How would you feel if The Polar Express pulled up in front of your house and the conductor yelled, “All Aboard"?
•  How do you think the little boy felt when he was chosen to receive the first gift of Christmas?
•  Why do you think Santa chose the little boy to receive the first gift of Christmas (what was the author trying to tell the reader)?
•  Why do you think the little boy chose the gift he did?
•  Why couldn't the boy's mother and father hear the bell?

A Chair for My Mother-Vera B. Williams

Williams, V.B. (1982). A chair for my mother.  New York: Greenwillow Books.

"What was left of the house was turned to charcoal and ashes" (Williams, 1982).  OK, don't get teary-eyed just yet.  A Chair for My Mother is actually not a sad book...it's inspiring (main reason I chose to blog about this book...we all need a little inspiration in our lives)!  You see, Vera B. Williams does an amazing job telling the story of how a young girl, her mother, and grandmother overcome a devastating situation through hard work and determination.  A Chair for My Mother is a story about a family who loses everything in a house fire, but overcome adversity by saving enough money to purchase something very special to them. 

Vera B. Williams' words and illustrations work collaboratively to paint a mental picture of the events in the story, making this an excellent example of a picture book.  Characterization is used throughout the book to help the reader get to know the characters.  For example, Vera B. Williams describes the little girl's relationship with her family as a loving one, placing emphasis on how she wants to save money to buy something important to the entire family.  How special!  After reading the story, you will see just what a phenomenal child this little girl is (I don't want to spoil the story if you haven't read it yet)!  Theme is another element of fiction Williams uses to tell her story.  This family (blue collar), works extremely hard to overcome such a tragedy.  The way the family works together is inspiring to say the least!

If you haven't used this picture book in your classroom, I strongly encourage you to do so (you will understand after reading it)!  I've used it as an anchor text for a unit on writing personal narratives in my second grade classroom (independent reading level is middle of third grade).  Vera B. Williams does an excellent job with voice and detail in her book (see below).  

Check out the adjectives in this excerpt!

 A Chair for My Mother is also an excellent choice for teaching story elements, specifically focusing on how characters respond to challenges.

Example of excerpt that could be used with how characters respond to challenges (couldn't we all learn a little from this book)



We all have devastating situations (some more tragic than others) to contend with in our daily lives (even our young readers).  Helping our students connect the events from this story to specific experiences in their lives will help them learn how to overcome adversity.  Has there been a time in your life when you took a tragic situation and made it into something positive?  We can't change what happened to us, but we can control how we respond!

When I Was Young in the Mountains-Cynthia Rylant

Rylant, C. (1982). When I was young in the mountains. New York: Dutton Children's Books.

"Later in the middle of the night, she walked through the grass with me to the johnny-house and held my hand in the dark.  I promised never to eat more than one serving of okra again" (Rylant, 1982).  Admit it...this is hysterical!  I've read this story a dozen times if I've read it once, and I'm excited to share my thoughts about it with you. 

OK, let me tell you (briefly) about where I was raised and you will understand why I chose this story.  I come from a small town in Southeastern Kentucky...you might even say I grew up in a "holler" (I'm proud of that "holler", too).  No, we didn't have a "johnny-house" and my mother didn't walk around barefoot and pregnant, but I've seen an outhouse before.  You can tell by reading When I Was Young in the Mountains that Cynthia Rylant is proud of her upbringing (she even dedicated the book to her grandparents).  As I read her words again, I'm taken back to "my mountains", and I'm a little saddened because I don't live there anymore. 

You probably want to know a little about the book I'm blogging on this morning.  In her story, Cynthia Rylant described her life in the mountains through words that are emotional, revealing a style suited for the type of book she had written.  She used sentences of varying complexity, which adds to the richness of the text.  Her words bring back memories of when I was young in the mountains, allowing me to make real-life connections to the story.  Diane Goode's detailed illustrations, coupled with Rylant's words, work together to tell a story about a little girl's life, making When I Was Young in the Mountains a great example of a picture book for young readers.

How could this story be used in the classroom (especially one not located in the mountains)?  Trust me...young readers love this story (even ones that didn't grow up in the mountains)!  I have read it aloud to my second graders, encouraging them to analyze how aspects of culture from the story compare to their own.  For example, I've often raised questions related to the setting (being that the setting from the story differs greatly from the setting most of my students know).  When I Was Young in the Mountains is also a great story to use when teaching inferencing (tough to teach, I know)!  Nearly every page offers an opportunity for students to infer using what they already know and clues from the story and illustrations. 

Example of a setting in the book...ask students to compare the store in the book to a store they visit often

Inferencing...ask students to infer how the little girl feels about her grandfather (based on illustration and story clues)

So, let me ask you...is there a place (maybe your hometown) where you felt content enough to spend all of your time, never wanting to go anywhere else? 

About me...

Happy Reading!  My name is Daneika Hunt (formally), but to most people I'm just Nikki.  :)  I am currently completing my fifth year of teaching...I taught kindergarten for three years, and have spent the last two years teaching second graders.  I absolutely LOVE, LOVE, LOVE teaching second grade!  I'm  a wife to a loving husband and "mommy" to the most wonderful 18-month old.  She keeps me on my toes to say the least, but I wouldn't have it any other way.  I enjoy spending time with family and serving my God who has been so gracious to me!  I look forward to "blogging" about young adult and children's literature these next few weeks!  I'm new to the "blog world", but I'm excited nonetheless!